Middle School Teachers’ Use of Mathematics to Make Sense of Student Solutions to Proportional Reasoning Problems
Author:
Funder
Directorate for Education and Human Resources
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Link
http://link.springer.com/article/10.1007/s10763-017-9845-z/fulltext.html
Reference58 articles.
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2. Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70, 97–109.
3. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.
4. Banerjee, A. C. (1991). Misconceptions of students and teachers in chemical equilibrium. International Journal of Science Education, 13(4), 487–494.
5. Baumert, J., Kunter, M., Bum, W., Brunner, M., Voss, T., Jordan, A., . . . Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
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